Search

A method of rendering the design of a course visible for the purpose of discussion amongst the members of course development teams is described. The paper begins by examining the way in which design is manifested in the area of course materials development and the approaches that have been used in attempting to document designs. The strengths and limitations of the conceptual mapping method are examined and the way in which the method has been used to facilitate the work of course development teams is described. Additional uses of the method and possibilities for future enhancements of the method are discussed.

This exploratory case study identifies factors and relationships among factors facilitating and impeding the development of distance education courses at Syracuse University, a large, private traditional university located in Central New York State. During September and October 1990 Syracuse University's Center for Instructional Development used an author/editor course development model (Smith, 1980) to create eight print‐based, undergraduate courses for United States Marines stationed in Saudi Arabia as part of Operation Desert Shield. Interviews with course developers and faculty authors produced six factors associated with the success of the course development process: course definition, faculty perception of student abilities, textbook selection, the extent of faculty/developer conflict, faculty flexibility, and faculty/developer working relationships. Course development success was indicated by timeliness, smoothness, and satisfaction with the course product.

The author, who is Director of External Studies at the University of New England, examines course development at a number of universities in Australia and overseas in the light of procedures at his own institution.